Anonym (2025). Relations between graphomotor self-concept and graphomotor skills: A longitudinal study in early school age [Dataset]. In: Relations between graphomotor self-concept and graphomotor skills: A longitudinal study in early school age.

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Background: While the positive impact of self-concept on writing is well established in proficient writers, its role in early handwriting development remains unclear.
Aims: By focusing on the graphomotor self-concept, this longitudinal study aimed to investigate the relations between the graphomotor self-concept, graphomotor skills, and handwriting legibility from the beginning of first grade to mid-second grade.
Sample: This study included 361 first-grade children (49% girls) aged 6–8 years.
Methods: A graphomotor self-concept questionnaire and paper-and-pencil tasks were used to assess graphomotor skills and handwriting legibility.
Results: The results of the cross-lagged structural equation model revealed that after controlling for age, gender, and socioeconomic background, the graphomotor self-concept predicted graphomotor skills, whereas graphomotor skills predicted handwriting legibility.
Conclusions: These findings highlight the importance of promoting the graphomotor self-concept and graphomotor skills in early school-aged children. Both contribute substantially to handwriting development and thus to a successful start in school.

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